(Discreetly) Decolonising Educational Development

Panesar, Lucy (2024) (Discreetly) Decolonising Educational Development. In: Thomas, Dave and Quinlan, Kathleen M., eds. Culturally Sensitive Curricula Scales: Researching, Evaluating and Enhancing Higher Education Curricula. Palgrave Studies in Race, Inequality and Social Justice in Education . Palgrave, pp. 153-169. ISBN 978-3-031-57687-4. E-ISBN 978-3-031-57688-1. (doi:10.1007/978-3-031-57688-1) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:106325)

The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided. (Contact us about this Publication)
Official URL: https://doi.org/10.1007/978-3-031-57688-1

Abstract

In this chapter, I critically reflect on using Thomas and Quinlan’s ‘Culturally Sensitive Curriculum Scales’ (CSCS) and the CSC Educator Self-Reflection Tool as a vehicle for embedding decolonial praxis on the Postgraduate Certificate in Higher Education and Associate Fellowship Scheme at the University of Kent. The chapter draws on UK Higher Education research to establish the context for these reflections and outlines actions taken as a result of using the tool.

Item Type:	Book section
DOI/Identification number:	10.1007/978-3-031-57688-1
Subjects:	L Education > LC Special aspects of education > LC1200 Inclusive education
Divisions:	Divisions > Directorate of Education > Centre for the Study of Higher Education
Depositing User:	Lucy Panesar
Date Deposited:	18 Jun 2024 09:47 UTC
Last Modified:	19 Jun 2024 09:20 UTC
Resource URI:	https://kar.kent.ac.uk/id/eprint/106325 (The current URI for this page, for reference purposes)

University of Kent Author Information

Panesar, Lucy.

Creator's ORCID:	https://orcid.org/0000-0002-3802-7060
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